Üstünlüoğlu, Evrim
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Üstünoğlu, Evrim
Ustunluoglu, Evrim
Üstünlüoğlu, E
Ustunluoglu, E
Ustunluoglu, Evrim
Üstünlüoğlu, E
Ustunluoglu, E
Job Title
Email Address
evrim.ustunluoglu@ieu.edu.tr
Main Affiliation
13.08. Undergraduate English Coordinator
Status
Current Staff
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ORCID ID
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Sustainable Development Goals
Documents
9
Citations
60
h-index
4
Documents
7
Citations
33
Scholarly Output
15
Articles
14
Views / Downloads
9/772
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
33
Scopus Citation Count
54
WoS h-index
3
Scopus h-index
4
Patents
0
Projects
1
WoS Citations per Publication
2.20
Scopus Citations per Publication
3.60
Open Access Source
7
Supervised Theses
0
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15 results
Scholarly Output Search Results
Now showing 1 - 10 of 15
Article A Brief Account of Language Teacher Training and Teaching From Other Countries(2008) Üstünlüoğlu, EvrimYabancı dil öğretimi ve yabancı dil öğretmeni yetiştirme konuları yıllardır Türkiye’de sıklıkla tartışılan konular olmuştur. Harcanılan zamana, paraya ve çabaya rağmen yabancı dil öğretimi beklenilen sonuçları vermemiş ve dil öğrencileri kelime ve dil bilgisinin ötesine geçememişlerdir. Bu çalışmanın amacı farklı ülkelerdeki dil eğitimi ve dil öğretmeni yetiştirme yaklaşımlarını incelemek, bu yaklaşımları Türkiye’deki uygulamalarla karşılaştırmak ve Türkiye’de yabancı dil öğretimi ve yabancı dil öğretmeni yetiştirilmesinde nelerin yapılabileceğine yönelik önerilerde bulunmaktır. İngilizce dil öğretiminin daha küçük yaşlarda başlaması, İngilizce öğretmen yetiştirme programlarına Avrupa Birliği Çerçeve programlarının yansıtılması, öğretmenlerin bireysel gelişimlerinin önemsenmesi, ilkokul, lise ve üniversitede öğretim yapacak öğretmenlerin söz konusu düzeylere uygun olarak yetiştirilmesi ve öğretmenlik uygulamasının daha uzun süreli tutulması yapılan öneriler arasındadır.Article Citation - WoS: 3Developing a Cef Based Curriculum: a Case Study(Eskisehir Osmangazi Univ, Fac Education, 2012) Ustunluoglu, Evrim; Zazaoglu, Kismet Funda Akgul; Keskin, Michelle N.; Saraykoylu, Beril; Akdogan, GulfemThe common purposes of the studies conducted in language program evaluations are to examine the match between what is desired for the programme versus the actual state of the programme, to make judgments about learners' level of skills and knowledge, and to make suggestions for improvement. However, it is not currently common practice in Turkey either to develop language teaching programmes based on the Common European Framework as a reference, or to introduce improvements in these programmes based on an evaluation of their effectiveness. This study aims to describe the process of developing a new teaching programme, taking CEF into consideration, at the Preparatory Programme at the School of Foreign Languages, Izmir University of Economics, and also to evaluate the effectiveness of the programme. 236 Freshman students and 48 faculty members from 5 different faculties participated in the study. The results indicated a significant relationship between students' proficiency scores and perception of their own competencies and a significant difference in perception of their own competence in terms of levels at the preparatory program. Although faculty members stated that Preparatory Program, in general, meets the needs of the students, students still have difficulty in practising some tasks requiring higher order thinking skills. The study suggests a series of learner training sessions to raise the awareness of the students, extending duration of the modules, reviewing the order of objectives in Intermediate and Upper-Intermediate, and working in cooperation with Faculties in order to increase awareness of mutual expectations.Article Citation - WoS: 10Citation - Scopus: 15Teaching Quality Matters in Higher Education: a Case Study From Turkey and Slovakia(Routledge Journals, Taylor & Francis Ltd, 2017) Ustunluoglu, EvrimDespite a growing number of studies on the effectiveness of teaching and quality in higher education, reports indicate that more work is needed regarding meeting expectations in teaching quality, in particular, in investigating lecturers' application of pedagogical knowledge when transferring discipline-specific knowledge. This study aimed to investigate the perceptions of both students and lecturers on teaching in higher education in two countries. The researcher used both quantitative and qualitative data in order to provide a comprehensive analysis of the research problems and to obtain sufficiently detailed data. The results indicated a difference between students' and lecturers' perceptions regardless of country, highlighting a discrepancy over views on the pedagogical competence of lecturers. Although this was a small-scale study in two countries, the results pointed to the failure of university lecturers to meet students' expectations in terms of teaching quality. The study suggested that, regardless of subject area, it would be beneficial to emphasize self-reflection, awareness, improvement of teaching skills, and consequent changes in students learning. University administrations should also have realistic expectations of lecturers.Article Yükseköğretimde Ders Yakalama Sisteminin (dys) Kullanımınınöğrenci Açısından İncelenmesi(2020) Atman Uslu, Nilüfer; Üstünlüoğlu, Evrim; Mumcu, FilizSon zamanlarda küresel ve ulusal ölçekte hissedilen ihtiyaçlar ve zorunluluklar nedeniyle teknolojiye dayalı öğretim yaklaşımlarının kullanılmasına ilişkin beklentiler artmış; üniversiteler bu beklentileri karşılamak için farklı uygulama arayışı içine girmişlerdir. Ders Yakalama Sistemi (DYS) bu uygulamalardan birisidir ve amacı, öğretim elemanının, çevrimiçi olarak ya da ders kayıtlarında gerekli gördüğü değişiklikleri yaptıktan sonra dersini, öğrenci erişimine açarak öğrencinin kendi ihtiyacı doğrultusunda bilgiye ulaşmasını ve tekrar etmesini sağlamaktır. Bu çalışmada, bir yükseköğretim kurumundaki öğrencilerin DYS’yi kullanım amaçları, DYS’ye ilişkin yarar algıları ve DYS kullanımı ile ilgili algıladıkları kısıtlılıklara ilişkin görüşlerinin betimlenmesi amaçlanmıştır. Araştırma sonuçları, öğrencilerin DYS sistemini işlevsel ve yararlı bulduklarını, en çok sınavdan önce konuları gözden geçirmek, derste kaçırdığı ya da derse gelemediği durumlarda öğrenme eksikliklerini kapatmak için kullandıklarını ancak sisteme ulaşımda yaşadıkları en önemli kısıtlılığın teknik aksaklıklar olduğunu göstermiştir. Bu çalışma, teknolojiye dayalı öğretim yaklaşımlarının daha fazla önem kazandığı ve kullanıldığı günümüzde söz konusu yaklaşımların pedagojik değerini ön plana çıkaran araştırmaların yürütülmesini önermektedir.Conference Object Citation - WoS: 2Is Appraisal System a Threat for Teachers?(Elsevier Science Bv, 2009) Ustunluoglu, EvrimA perceived lack of motivation and a dissatisfaction among English language teachers together with the evidence of failure rates in English proficiency tests within the School of Foreign Languages signaled a need for change. This study covers the planning, implementation and evaluation of the first comprehensive appraisal system, which allowed staff an opportunity to reflect on their feelings about the programs, examinations, expectations and the administrative issues through the questionnaires and interviews. The feedback given by the staff and the students created a series of changes at school; including the establishment of Curriculum and Material Development, and a review of approaches in the Teacher Development Unit and Testing Units. (C) 2009 Elsevier Ltd. All rights reserved.Article Citation - WoS: 6Citation - Scopus: 6Perceptions Versus Realities: Teaching Quality in Higher Education(Turkish Education Assoc, 2016) Ustunluoglu, EvrimThe purpose of this study is to investigate the perceptions of both students and faculty members on teaching quality in higher education, taking nationality, gender, GPA and faculty members' perceptions of university priorities into consideration. The mixed method approach was used to collect both quantitative and qualitative data simultaneously in the study. The quantitative data were collected from two countries: The United States and Turkey through a questionnaire developed for the study. Qualitative data were collected through focus group meetings; two with the faculty members and two with the students. The results indicated a difference between the perceptions of the student and faculty groups, regardless of nationality. In contrast to the students, faculty members perceived themselves competent in the three areas of delivery of instruction, rapport, and assessment. It was also found that nationality and GPA had an impact on students' perceptions whereas gender had an insignificant effect. As for perceived priorities, although both groups stated that teaching is important, it was interesting to note that Turkish group also emphasized administrative work and research/publication as priorities for the university. The results of this research suggests that more work is still needed to reach the high expectations for teaching quality in higher education such as in-service training and professional development activities, particularly on as self-reflection, improvement of teaching skills, and innovative teaching methods with an emphasis on technology.Article Perceptions of K-12 English Language Teachers on an Online In-Service Training Program(2023) Üstünlüoğlu, Evrim; Gün, BaharThis research was conducted in collaboration with the US Embassy Education Department located in Ankara and the Local Directorate of National Education (DoNE). The study aimed at designing an online in-service training program based on the needs and expectations of K-12 English language teachers; and to identify their perceptions regarding the online in-service-training program to make implications for the design of future online in-service programs. A needs analysis survey was conducted, resulting in an online program which included topic areas, such as use of technology, engagement of students in online classes, effective teaching and assessment of speaking and writing skills, use of drama techniques, professional development, the profile of next generation learners, as well as pedagogical approaches. The focus group meetings with the participant teachers at the end of the program revealed that the teachers in the study benefited from the online program in terms of improving their overall online teaching and assessment skills, contributing to their professional development, and improving their own language proficiency levels.Article Citation - WoS: 1Citation - Scopus: 2A Case Study on the Usage of Lecture Capture: Perceptions of Students, Faculty Members and Administrators(Springer, 2022) Ustunluoglu, Evrim; Mumcu, Filiz; Uslu, Nilufer Atman; Askar, PetekApproaches and methodologies based on technology are becoming more widespread in education. One of these technologies, Lecture Capture (LC), is particularly beneficial in higher education, since it allows students to improve learning via flexible access to video-recorded lectures. However, while LC is becoming more widespread in higher education, research on its impact on learning and teaching have prompted further discussion regarding its usage. The purpose of this study is to explore in depth the perceptions of students, faculty members, and administrators on the usage of LC in higher education, and to improve the system by identifying its key benefits and drawbacks. In the study, an embedded single-case study methodology was employed, focusing on a university's use of LC. Analysis of the findings identified three main themes: purposes for which the system was used; changes occurred through usage of the system; plus, concerns and issues. The study highlights the importance of the pedagogical, methodological, and technical aspects of the LC system.Article Beyin Temelli Öğretime Eleştirel Bir Yaklaşım(2007) Üstünoğlu, Evrim“Beyin Temelli Öğretim Modeli” 12 ilkesiyle eğitim ve öğretim dünyasında yerini almıştır: beyin pek çok işlevi aynı anda yapar, öğrenme fizyolojik bir olaydır, anlam arayışı içseldir, beyin kalıpları algılamaya planlanmıştır, duygu ve biliş birbirinden ayrlmaz, beyin parça ve bütünü aynı zamanda algılar, öğrenme hem odaklanmış hem de çevresel algılamayı gerektirir, öğrenme bilinç ve bilinçdışı süreç- leri kapsar, en az iki tür hafıza vardır, olgu ve beceriler doğal hafızada yapılandırıldığında en iyi anlama meydana gelir, öğrenme zihni zorlayan etkinliklerle artar, tehditle engellenir ve her beyin eşsizdir. “Beyin Temelli Öğretim”, bilgi edinimi ve hatırlanmasını en üst düzeye çıkarma iddiası ile çıkış yapmasına rağmen diğer yaklaşım ve kuramlarla olan benzerliği bu modelin özgünlüğü konusunda soru işaretleri yaratmıştır. Özgünlük sorununun yanı sıra Nörobilim alanındaki çalışmaların eğitim dünyasın- da nasıl kullanılması gerektiği de tartışmalar arasındadır. Özellikle öğretmenlerin alan çalışmalarını yeterince izlememesi ve modelin kullanımını tam olarak algılamamaları bir başka sakınca olarak belirtilmektedir. “Beyin Temelli Öğretim” zenginleştirilmiş öğretim ortamlarının kullanıldığı, öğrencilerin tehditten uzak, içsel güdülenmelerinin desteklendiği geliştirici bir rehberlik olarak kullanılabilir.Article Towards Student Involvement in Essay Assessment(2008) Yürekli, Aynur; Üstünlüoglu E.In language teaching, assessment is one of the most formidable challenges for both the students and the teachers. Especially, when the assessment of productive skills which are subjective by their nature are concerned, the "challenge" could very well turn into a "nightmare" for both parties. In order to avoid this undesired possibility, the attitude of the grader and the students towards the evaluation rubric is as vital as the rubric itself. This study describes the standardization process of the writing rubric for the assessment of essays, which is accepted both by the graders and the learners who are subject to this evaluation. The paper outlines the phases of rubric revision and describes student involvement in essay evaluation. Special emphasis is put on how students used the rubric as a learning tool while writing their essays, and how they benefited from being familiarized to the rubric. The results refer to the importance of inter-rater reliability, which is achieved by revising the assessment rubric in line with grader suggestions, and by checking consistency among graders of writing at certain intervals. The study also suggests that learner involvement in assessment promotes the outcome.
